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E-grāmata: Conversation Analysis Approach to French L2 Learning: Introducing and Closing Topics in Everyday Interactions [Taylor & Francis e-book]

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Conversation Analysis Approach to French L2 Learning: Introducing and Closing Topics in Everyday InteractionsPalielināt
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This book offers a critical examination of second language (L2) learning outside institutional contexts, with a focus on the way second language learners introduce, close, and manage conversational topics in everyday settings. König adopts a Conversation Analysis for Second Language Acquisition (CA-SLA) approach in analyzing oral data from a longitudinal study of L2 learners of French, au pairs in Swiss families, over several years. With this approach the author presents insights into the ways in which L2 learners introduce and close conversational topics in ongoing conversations and how these strategies evolve over time, setting the stage for future research on this little documented process in second language acquisition. This volume contributes toward a greater understanding of L2 learning in the wild, making this key reading for students and researchers in second language acquisition, applied linguistics, and French language learning and teaching. 
Acknowledgments xi
Introduction 1(3)
1 Data, Methodology, and Research Questions
4(13)
1.1 Conversation Analysis: Methodological and Analytical Issues
4(5)
1.1.1 Conversation Analysis's Methodological Way: The Ethnomethods in the Data
4(1)
1.1.2 Participants' Methods and Interactional Phenomena
5(2)
1.1.3 The Investigation of Linguistic Phenomena in Everyday Talk-in-Interaction
7(2)
1.2 The Research Project
9(1)
1.3 The Au Pairs and Their Learning Environment
10(2)
1.3.1 The Chosen Data Sets
10(2)
1.3.2 The Au Pairs' Learning Environment
12(1)
1.4 Research Questions and Contributions of the Present Study
12(5)
References
14(3)
2 Topic Analysis in First and Second Languages
17(26)
2.1 From the Prague School to Text Linguistics: An Overview
17(1)
2.2 Discourse Analysis
18(2)
2.3 Second Language Acquisition Studies (SLA)
20(2)
2.4 Topics in L1 Interactions
22(21)
2.4.1 Topic Progression
23(4)
2.4.2 Topical Disjunctions
27(8)
2.4.3 Conversational Topics and Domains of Knowledge
35(2)
References
37(6)
3 L2 Acquisition and Interactional Competence
43(20)
3.1 Conversation Analysis for Second Language Acquisition (CA-SLA)
43(5)
3.1.1 Reconceptualizing Learning
46(1)
3.1.2 Analysis of Competence
47(1)
3.2 The Study of Interactional Competence
48(7)
3.2.1 The Roots of Interactional Competence
49(2)
3.2.2 The Investigation of Interactional Competence in the Domain of CA-SLA
51(2)
3.2.3 L2 Interactional Competence in the Wild
53(2)
3.3 Current Challenges for Longitudinal CA-SLA Investigations
55(8)
3.3.1 What It Means to Study Change in Talk-in-Interaction: Documenting Learning
55(1)
3.3.2 Exemplar Longitudinal CA-SLA Studies
56(2)
References
58(5)
4 Topic Management in French LI and L2 Interactions
63(16)
4.1 Topic, Reference, and Anaphora in Conversation
63(2)
4.2 Topic Analysis in French Data. From "Objet de discours" to Conversational Process
65(2)
4.3 Topic Management in L2 Talk-in-Interaction
67(12)
4.3.1 Topic Introduction
70(1)
4.3.2 Topic Closure
71(4)
References
75(4)
5 Topic Introduction
79(31)
5.1 Advanced L2 Level: Julie
79(8)
5.1.1 Topic Introduction at the Beginning of the Stay
80(3)
5.1.2 Topic Introduction at the Middle of the Stay
83(2)
5.1.3 Topic Introduction at the End of the Stay
85(2)
5.2 Intermediate L2 Level: Oksana
87(9)
5.2.1 Topic Introduction at the Beginning of the Stay
88(2)
5.2.2 Topic Introduction in the Middle of the Stay
90(3)
5.2.3 Topic Introduction at the End of the Stay
93(3)
5.3 Summary of Findings
96(3)
5.3.1 The Sequential Environment: Sequence Opening After a Closed Sequence
97(1)
5.3.2 The Turn Architecture: Linguistic and Prosodic Resources
97(1)
5.3.3 Difference Between Julie and Oksana: Management of Recipient Design
98(1)
5.4 Topic Shift
99(7)
5.4.1 Topic Shift Through Reference Shift
100(2)
5.4.2 Topic Shift Through Pivot-Shifting
102(2)
5.4.3 Topic Shift Through Multiple Reference
104(2)
5.5 Summary of Findings
106(4)
References
108(2)
6 Topic Closure
110(24)
6.1 Advanced L2 Level: Julie
110(7)
6.1.1 Topic Closure at the Beginning of the Stay
110(3)
6.1.2 Topic Closure in the Middle of the Stay
113(1)
6.1.3 Topic Closure at the End of the Stay
114(3)
6.2 Intermediate L2 Level: Oksana
117(7)
6.2.1 Topic Closure at the Beginning of the Stay
117(3)
6.2.2 Topic Closure in the Middle of the Stay
120(2)
6.2.3 Topic Closure at the End of the Stay
122(2)
6.3 Beginner L2 Level: Christine
124(6)
6.3.1 Topic Closure at the Beginning of the Stay
125(2)
6.3.2 Topic Closure in the Middle of the Stay
127(1)
6.3.3 Topic Closure at the End of the Stay
128(2)
6.4 Summary of Findings
130(4)
6.4.1 Main Findings Regarding the Participation in Topic Closure
130(1)
6.4.2 Topic Closure: Longitudinal Observations and Stability Over Time
131(1)
References
132(2)
7 Nature and Development of L2 Interactional Competence
134(16)
7.1 On the Nature of L2 Interactional Competence
134(4)
7.1.1 L2 Interactional Competence: Not Only Linguistic
135(1)
7.1.2 L2 Interactional Competence: Local and Shared
136(1)
7.1.3 L2 Interactional Competence: Many Abilities, One Term
137(1)
7.2 On the Development of L2 Interactional Competence
138(5)
7.2.1 Topic Introduction: Summary of Findings
139(1)
7.2.1.1 Topic Introduction
139(1)
7.2.1.2 Topic Shift
140(1)
7.2.1.3 Observability of the Development of L2 Interactional Competence
140(2)
7.2.2 Topic Closure: Summary of Findings
142(1)
7.2.2.1 Sequential and Linguistic Aspects of Topic Closure
142(1)
7.2.2.2 Observability of the Development of L2 Interactional Competence
143(1)
7.3 L2 Interactional Competence and Its Development Over Time
143(7)
7.3.1 L2 Interactional Competence and Topic Introduction
144(2)
7.3.2 L2 Interactional Competence and Topic Closure
146(1)
References
147(3)
8 Conclusions)
150(10)
8.1 Answering the Research Questions
150(2)
8.2 Implications of This Study
152(8)
References
156(4)
Appendix I Transcription Conventions 160(1)
Index 161
Clelia König is a postdoctoral research assistant at the German University of Koblenz-Landau. She works at the Institute of German Language at the Campus in Landau and teaches several B.A. courses for teacher students in the domains of General Linguistics, Semantics and Pragmatics as well as Conversation Analysis and Second Language Acquisition. She obtained her PhD at the Swiss University of Neuchātel and has published this volume on the basis of her doctoral thesis. Her new research focus resides in the analysis of German learning process by young children in Kindergarten. With the new data and analyses she is preparing her habilitation treatise for pursuing an academic career.
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